education after high school€¦ · complete student handbook page 56, postsecondary options: pros...

UNIT

© 2012 Roads to Success. For information on re-use under our Creative Commons Attribution Non-Commercial Share Alike license, visit www.roadstosuccess.org.

EDUCATION AFTER HIGH SCHOOL

6

Education After High School 1: Postsecondary OptionsWhy is education after high school so important, and what are some of my options?

Education After High School 2: One- and Two-Year ProgramsWhat can a one- or two-year school offer me, and how should I choose one?

Education After High School 3: Four-Year ProgramsWhat can a four-year college offer me, and how should I choose one?

Education After High School 4: Research SkillsWhat can I learn by looking at a college website?

Education After High School 5: Research ResultsWhat information about the college I’ve researched would convince another student to attend?

Lesson Descriptions

321

PLANNING PYRAMID

322 © 2012 Roads to Success. For information on re-use under our Creative Commons Attribution Non-Commercial Share Alike license, visit www.roadstosuccess.org.

Most Students Will:

All Students Will:

• Identify a relevant reason why a school they’ve investigated is a goodorbadfit.

• Identify the pros and cons of at least two of the following: apprenticeships, tech/trade schools, community colleges, and four-year colleges.

• List things to consider when determining whether a four-year college is a good match.

•Use RUReadyND.com and Choices Explorer to create a list of possible majors.

•Useanofficialwebsitetogatherinformationaboutapostsecondary school.

•Understandtheimportanceofeducationafterhighschool(fouroutoffivenewjobs require postsecondary training).

• Identify more than one post-econdary option.

•Recognize that school selection is a matchmaking process.

Some Students Will:

GRADE 8, Unit 6, Education After High School

© 2012 Roads to Success. For information on re-use under our Creative Commons Attribution Non-Commercial Share Alike license, visit www.roadstosuccess.org. 323

Did you know?

Grade by Grade: What’s After High School?

After Graduation

Family Newsletter

Communication & NetworkingGrade 8

Roads to Success

© 2012 Roads to Success; All Rights Reserved

Tech school. Trade school.

Two-year college. Four-year

college. Or more.

There are lots of options to

consider. And the

possibilities (and costs)

can sometimes seem

overwhelming.

At Roads to Success, we

believe that education and

training are the keys to a

bright future. But how can

you get your teen to think

about what happens after

graduation at an age when

she’s focused on the

here-and-now?

Here are some questions

for your student to think

about as he heads into

high school:

What careers match your

interests and skills, likes

and dislikes? A student’s

career choices should

reflect the person they are

as well as the person they

want to become.

What kind of training will

you need? Nearly all

careers require some kind

of training after high

school. Students should

is a new program designed to help middle and high school students prepare for their futures. This newsletter will keep you posted on what we’re doing in school, and how families can follow through at home.

For more info, visitwww.roadstosuccess.org.

More and more high school graduates are heading for college — more than two out of three in 2011.

But many students who start college have trouble finishing. That’s why it’s important to match your school to your skills, and know what to expect — both academically and financially — before you begin.

There is life after high school, and it’s just four short years away. In the eighth grade, Roads to Success presents a series of lessons to help students consider the possibilities:

• The need for math and reading skills wherever you go.

• Good jobs with and without a four-year degree.

• Things to think about when choosing a major, including how it matches up with your interests.

• How to create a list of possible majors and

find out about your choices.

• You can investigate programs and majors by signing into RUReadyND.com and Choices Explorer (RUReadyND.com).

make sure their high

school courses are a good

match for wherever they’re

headed afterward.

What do you need to do to prepare yourself now?

Grades count. You need a

solid academic background

— not just to get into

college and tech schools,

but to succeed there.

Do you need to change what you’re doing? How?

Sometimes students don’t

recognize that they’re

missing the good grades

and courses they need to

succeed until it’s too late.

Plan now to avoid panic

later.

325© 2012 Roads to Success. For information on re-use under our Creative Commons Attribution Non-Commercial Share Alike license, visit www.roadstosuccess.org.

EDUCATION AFTER HIGH SCHOOL1Postsecondary Options

Approx. 45 minutes

I. Warm Up (5 minutes)

II. Career Cards (15 minutes)

III. How Much Are You Willing to Invest? (15 minutes)

IV. Wrap Up (10 minutes)

During this lesson, the student(s) will:

• Understand the importance of education after high school.

• Identify more than one postsecondary option and match them with careers.

• Describe how postsecondary options differ in terms of time investment, cost, and career preparation.

❑ STUDENT HANDBOOK PAGES:

• Student Handbook page 53, Education After High School Glossary

• Student Handbook pages 54-55, Postsecondary Education Notes

• Student Handbook page 56, Postsecondary Options: Pros and Cons

❑ FACILITATOR PAGES:

• Facilitator Resource 1, DO NOW

• Facilitator Resource 2, Career Cards, Eight cards for each postsecondary option.

• Pages 1–2: Four-Year College (8 cards)

• Pages 3–4: Apprenticeships (8 cards)

• Pages 5–6: Community College (8 cards)

• Pages 7–8: Technical/Trade School (8 cards)

❑ Chart paper or overhead projector to record notes during Activity III.

AGENDA MATERIALS

OBJECTIVES

• Why is education after high school so important, and what are some of my options?

The BIG Idea

OVERVIEW ...........................................................................................

Students think about the relative number of jobs that require postsecondary schooling, and as a

class, discuss and list various postsecondary options. In groups, they are given four careers and

asked to match each with a postsecondary option it requires. They learn about the relative cost,

time investment, and rewards for different postsecondary options, and on a worksheet, list a pro

and a con for two of these options.

PREPARATION ....................................................................................

❑ List the day’s BIG IDEA and activities on the board.

❑ Write the day’s vocabulary words and definitions on the board.

❑ The following handouts need to be made into overhead transparencies or copied onto chart paper:

• Student Handbook pages 54-55, Postsecondary Education Notes

• Student Handbook page 56, Postsecondary Options: Pros and Cons

❑ To color code the Facilitator Resource 2, Career Cards, print pages 1–2 on blue paper, pages 3–4 on red paper, pages 5–6 on green paper, and pages 7–8 on yellow paper. (NOTE: Careers should be printed on one side of the paper only.)

❑ Cut out enough cards so that each group of four in the class receives a set of four different-colored cards — one for each postsecondary option.

❑ If computer access is a problem at your school, you’ll want to print out pages from official college websites for use in college research in lesson 4. These pages should provide answers to the questions found in Portfolio pages 24–25, College Info from the Web. See PREPARATION, Lesson 4, for details.

Grade 8, Education After High School 1: Postsecondary Options


VOCABULARY .....................................................................................

Postsecondary education: Schooling after high school that includes programs at technical and trade schools, community colleges, and four-year colleges.

Community College: A postsecondary school that offers career training, or preparation for a four-year college.

Technical/Trade School: A postsecondary school that offers instruction and training in a skill or trade. Examples: plumbing or cosmetology.

Apprenticeship: A position in which a recent graduate receives on-the-job training and classroom instruction, sometimes with pay.

Financial Aid: Any type of assistance used to pay college costs.

Graduate School: Additional education after a four-year college.

IMPLEMENTATION OPTIONS ...........................................................

DO NOW:(You may choose to present the Warm Up activity as a written Do Now. Present the questions on the board or overhead, and have students write only their answers on index cards. You could also choose to give the students a handout by copying Facilitator Resource 1, DO NOW.)

Questions:

1. How many jobs require more training/education after high school? Circle the choice you think is correct, and then explain why you chose that answer.

a. 1 out of 5

b. 2 out of 5

c. 3 out of 5

d. 4 out of 5

e. 5 out of 5





2. Attending a four-year college is one way to continue your education after you graduate from high school. List any other types of education or training available after high school.

3. In a few sentences, explain what you plan to do after you graduate from high school.

[Call on students to read their answers; then read the last two paragraphs of the Warm Up.]

In Activity II, Career Cards, you may choose to group students so that all within a group have the same color card. Have students work together to figure out what type of postsecondary education their careers require. One student from each group can then present their conclusion to the class.

Instead of writing individual answers in Activity III, How Much Are You Willing to Invest?, you may choose to have the students vote as a class to decide which postsecondary education requires the most/least time and money. You should then record their answers on the overhead or board.

If you think your students will struggle to complete Activity II, Career Cards before learning about each type of postsecondary education, you can switch the order of Activity II and Activity III.

In Activity IV, Check Up Questions, if you think individual students will struggle, have them complete Student Handbook page 56, Postsecondary Options: Pros and Cons in pairs. You can also make a class list of pros and cons on an overhead projector, board, or chart paper. Students can then write down their responses on their own handbook pages.

Grade #, Unit Name #: Lesson Title



329

ACTIVITY STEPS ..................................................................................

I. Warm Up (5 minutes)

1. SAY SOMETHING LIKE: Here’s a trivia question for you. How many jobs require more training after high school? I’ll give you four choices. Raise your hand when you hear the one that’s correct.

Does 1 out of 5 jobs require training beyond high school?

2 out of 5?

3 out of 5?

4 out of 5?

Ifyousaidfouroutoffive,you’reright.Thismeansthatifyouwanttohaveyourbest shot at a good job, 12th grade will not be the end of your schooling. Raise your hand if you have a good idea of where you’ll be going to school after high school. [Students respond.]

Ifyoudon’thaveaclue,you’renotalone.Moststudentsdon’tfinalizetheirplansuntiltheir junior or senior year. But knowing what your choices are, and how to get more information about them, will make planning easier and a lot more fun.

That’s what we’re going to work on for the next few weeks.

II. Career Cards (15 minutes)

1. SAY SOMETHING LIKE: Finishing high school is a big milestone. But once you’re through, there are a lot of ways to continue your education to make sure that you’ll have a rewarding career that pays well.

Four-year college is one way to do it. [Write Four-Year College on the blackboard.] Usually, when people say they want to go to college, a four-year college is what they have in mind. But there are other options, too. Can anyone name one?

[Write student answers on the board and prompt students for any of the following that they miss:• Communitycollege• Technical/tradeprogramsoflessthantwoyears• Apprenticeshipsforskilledtrades]


[Direct students’ attention to Student Handbook page 53, Education After High School Glossary. This glossary should be referenced throughout the unit whenever vocabulary is reviewed or introduced. Review these three types of postsecondary education. See Vocabulary.]

2. [Once this list is on the board, distribute a set of four different-colored career cards to each team of four students (See Preparation and Implementation Options). Explain that each card requires a different kind of postsecondary education or training and thatusingthelistontheboardastheirguide,teamshavetofigureoutwhatkindoftraining is required for each job. Each student in the group should be responsible for one career card. Explain that this card does not represent their future career. They are just in charge of presenting this career to their group and the class.]

[Explain to students that although there may be more than one kind of training for some of the careers listed, the answer will represent a common option.]

[Afteraboutfiveminutes,askeachstudentwitharedcardtoreadthecareerlisted.Then explain that all these careers share similar training. Have the students with the red cards vote on which of the four options they think is correct, then give them the answer. (Note that stars on the blue cards mean more schooling is required after college.) Follow this procedure for the three remaining colors. See KEY below.]

KEYBLUE Four-year collegeRED Apprenticeships for skilled tradesGREEN Community collegeYELLOW Technical/trade programs of less than

two years

III. How Much Are You Willing to Invest? (15 minutes)

1. SAY SOMETHING LIKE: Let’s talk about the kind of investment you’re going to have to make for each of the four options. The costs are all different and so is the amount of timethey’lltaketofinish.

[Pass out one index card to each student. On the board, recreate the information below. Instruct students to write this information on their index cards.]


330


Which Postsecondary Option: 1. Costs most?

2. Costs least?

3. Takes the most time?4. Takes the least time?

On your index cards you are going to write down the postsecondary option that you think costs the most money and the one you think costs the least. Then you will write downtheoptionyouthinktakesthemosttimetofinishandtheoptionyouthinktakesthe least time. You can check your answers afterward while I’m talking.

[Give students two minutes to write down their answers on their index card.]

2. [Display Student Handbook pages 54-55, Postsecondary Education Notes on the overhead projector as you instruct students to turn to these pages in their handbooks. Explain that all of the answers will be covered during the following mini-lecture. Instructthestudentstofillintheblanksasyouarespeaking.Askstudentstohelpyoufillintheblanksafteryoudiscusseachsection.Recordtheanswersontheoverheadprojector. Make sure to clarify any misconceptions the students may have.]

3. SAY SOMETHING LIKE: Let’s start with apprenticeships. There are a lot of these in the skilled trades like plumbing, carpentry, construction, and electrical work, but there are also apprenticeships in other professions like nursing, hotel management, and homeland security.

Youmightbesurprisedtofindoutthatapprenticeshipscantakethemosttimeofanypostsecondaryoption.Sometakeaslittleasoneyear,butsomecantakethreetofiveyearstofinish.

Apprenticeships are also the least expensive way to go. Actually, employers sometimes even pay YOU while you get on-the-job training and academic instruction to learn the skills you need.

Completing an apprenticeship is also likely to land you a good job in your chosen field.Manytimesyoucanevengetajobwhereyou’vebeenanapprentice.

4. SAY SOMETHING LIKE: At technical and trade schools, you can get a license or certificateindifferentkindsofskilledcareers.Theseincludejobslikeautomechanic,computer technician, truck driver, medical assistant, and interior decorator.


331



332

Technicalandtradeprogramstaketheleasttimetofinishofallthepost-highschooloptions.Somecanevenbecompletedinaslittleasfivemonths.

The cost of tech and trade schools can really vary. Some can cost as little as a few hundred dollars, but a few can cost up to $10,000. Most are somewhere in between. The good news is that tech and trade schools often offer training in growing professions, so there are likely to be a lot of jobs available when you’re through.

5. SAY SOMETHING LIKE: A degree from a community college is also likely to get you into the job market right away. The kind of in-demand jobs these schools prepare you for include bookkeeper, fashion designer, computer programmer, and paramedic.

Community college takes two years to complete, and it’ll cost you about $2,000 per year. Community colleges usually offer two different options. You can stop after a two-year degree or use a community college as a stepping-stone on the way to a four-year degree.

6. SAY SOMETHING LIKE: If you thought four-year college was the most expensive option, you were right. At the moment, the price tag for a four-year college runs between about $4,000 to more than $40,000 each year. State schools like [a state college or university in your area] have the lowest listed cost and private colleges and universities like [a private college or university in your area] have the highest listed cost. However, the lowest tuition doesn’t mean the cheapest to attend. Many private schools have money to give to hardworking students who can’t afford school otherwise.

Justremembernottogettooscaredoffbythesehighercosts;there’softenfinancialaid available for students who need it. Financial aid is any type of assistance that’s used to pay college costs. There is an affordable option for everyone.

Exceptforsomefive-yearapprenticeships,four-yearcollegegenerallytakesthelongest of all the options, which is four years, of course.

So with all these other options, why would someone spend all that time and money on four years of college? [Allow students to respond.] People who make the most money generally have four-year degrees. And going to a four-year college also gives you the option to go to graduate school where you can become a doctor, lawyer, or other professional. These are the careers that usually pay the most. Four-year college also gives you broader knowledge than you get from the other kinds of training. This general knowledge can make it easier to switch careers.



[Have students identify which options require the least/most amount of time and money. Answer any questions the students may still have about each type of postsecondary option.]

IV. Wrap Up: Check up Questions (10 minutes)

1. SAY SOMETHING LIKE: Now that you know a little more about four different schooling options, take a look at Student Handbook page 56, Postsecondary Choices: Pros and Cons.

For this handbook page you will need to write one pro (positive outcome) and one con (negative outcome) for each of three options listed. Before you start working on your own, let’s review the examples together.

[Have a volunteer read the pro and con for apprenticeships. Make sure students understand the differences between a pro and a con. Then see if any students can come up with another pro or con for apprenticeships. Once you feel students can complete this task on their own, give them a few minutes to complete the chart. Then ask for a few volunteers to share their answers.]


Grade 8, Education After High School 1: Postsecondary OptionsFacilitator Resource 1, DO NOW

DO NOWEducation After High School 1: Postsecondary Options

Directions: You will have three minutes to read the questions and write your answer.

1. How many jobs require more training/education after high school? Circle the choice you think

is correct, and then explain why you chose that answer.

a. 1 out of 5

b. 2 out of 5

c. 3 out of 5

d. 4 out of 5

e. 5 out of 5

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Attending a four-year college is one way to continue your education after you graduate from

high school. List any other types of education or training you can attend after high school.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. In a few sentences, explain what you plan to do after you graduate from high school.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


Grade 8, Education After High School 1: Postsecondary OptionsFacilitator Resource 2, Career Cards

CAREER CARDS (Four-Year College; print on blue paper)

DoctorH

Social Worker

Marine Biologist

LawyerH



CAREER CARDS (Four-Year College; print on blue paper)

Accountant

Computer Programmer

Teacher

Architect



CAREER CARDS (Apprenticeships; print on red paper)

Electrician

Caterer Bricklayer

Welder



CAREER CARDS (Apprenticeships; print on red paper)

Roofer

Machinist Plumber

Carpenter



CAREER CARDS (Community College; print on green paper)

Police Officer

Massage Therapist

Medical Lab Technician

Chef



CAREER CARDS (Community College; print on green paper)

Nurse

WebDesigner

Interior Designer

Childcare Provider



CAREER CARDS (Technical/Trade Schools; print on yellow paper)

Hair Stylist

Computer Technician

HotelClerk

Auto Mechanic



CAREER CARDS (Technical/Trade Schools; print on yellow paper)

Surgical Assistant

Administrative

Assistant

Pharmacy Assistant

Truck Driver


Grade 8, Education After High School 1: Postsecondary OptionsStudent Handbook, Education After High School Glossary

Education After High School GlossaryAccreditation: Officialapprovalofaprogramafteraschoolhasmetspecificrequirements.

Admissions: The department at a college or university that oversees the application and acceptance process.

Apprenticeship: A position in which a recent graduate receives on-the-job training and classroom instruction, sometimes with pay.

Campus Life/Residence: The department at a college or university that oversees campus housing, dining, and on-campus clubs and activities.

Community College: A postsecondary school that offers career training, or preparation for a four-year college. (Also called a two-year college.)

Enrollment: The number of students who are currently attending a particular college or university.

Financial Aid: Scholarships, grants, loans, and other assistance programs that help pay for tuition and other postsecondary school expenses.

Graduate School: Additional education after a four-year college.

Licensed: Legally permitted to operate.

Postsecondary Education: Schooling after high school that includes programs at technical colleges, community colleges, and four-year colleges.

Private College or University: School that receives only a small amount of ongoing government support; tuition is usually higher, but so is the aid that is offered.

Prospective Students: Potential or future students at a college or university.

Public College or University: School partially funded by a state or local government, often called a state school or city college/university.

Specialized College:Apublicorprivateschoolthatpreparesyouforacareerinaspecificfield.Examples include art, music, teaching, engineering, business, health science, and religion.

Technical/Trade School: A postsecondary school that offers instruction and training in a skill or trade. Examples: plumbing or cosmetology.

Tuition: Fees paid for instruction, especially for postsecondary education.

Undergraduate: A student in a university or college who has not received his or her bachelor’s degree.


Grade 8, Education After High School 1: Postsecondary OptionsStudent Handbook, Postsecondary Education Notes

Postsecondary Education Notes

Apprenticeships

There are a lot of apprenticeships in skilled trades like plumbing or carpentry. But there are

also apprenticeships in other professions like ____________________ (one example).

Some apprenticeships take as little as __________________ year, but some can take

__________to__________yearstofinish.

Apprenticeships are the ________________________ expensive way to go.

Technical and Trade Schools

Youcangeta_________________orcertificateindifferentkindsofskilledcareerslike

______________________ (one example).

Technicalandtradeprogramsoflessthantwoyearstakethe_____________timetofinishof

all the postsecondary options.

Some can even be completed in as little as ______________ months.

The cost of these schools can _______________.

Community College

Community college prepares you for jobs like ______________________ (one example).

Community college takes ______________ years to complete.

It will cost you about __________________ per year.


Grade 8, Education After High School 1: Postsecondary OptionsStudent Handbook, Postsecondary Education Notes

Four-Year College

Four-year college is the most __________________ option. It costs between $4,000 a year

and _____________ a year.

Public schools are cheaper than _______________ schools.

Four-year college generally takes the ________________ time of all of the options.

Going to a four-year college gives you the option to go to ______________ school, where you

can become a doctor, lawyer, or other professional.

© 2

012

Road

s to

Suc

cess

. For

info

rmat

ion

on r

e-us

e un

der

our

Cre

ativ

e C

omm

ons

Attr

ibut

ion

Non

-Com

mer

cial

Sha

re A

like

licen

se, v

isit w

ww

.road

stos

ucce

ss.o

rg.

Gra

de 8

, Edu

catio

n A

fter

Hig

h Sc

hool

1: P

osts

econ

dary

Opt

ions

Stud

ent H

andb

ook,

Pos

tsec

onda

ry O

ptio

ns: P

ros

and

Con

s

56

Post

seco

ndar

y O

ptio

ns:

Pros

&C

ons

Dir

ectio

ns: L

ist o

ne P

ro a

nd o

ne C

on fo

r ea

ch ty

pe o

f po

stse

cond

ary

optio

n lis

ted

belo

w.

OPT

ION

PR

O

C

ON

App

rent

ices

hips

in th

e Sk

illed

Tra

des

You

can

get p

aid

to le

arn.

You

are

trai

ned

to d

o a

very

spe

cific

job

so

you

will

nee

d m

ore

scho

olin

g if

you

wan

t to

switc

h ca

reer

s.

Trad

e/Te

chni

cal S

choo

l (le

ss th

an tw

o ye

ars)

Com

mun

ity C

olle

ge

Four

-Yea

r C

olle

ge


EDUCATION AFTER HIGH SCHOOL2One- and Two-Year Programs

Approx. 45 minutesI. Warm Up (5 minutes)

II. Keeping Your Options Open! (10 minutes)

III. How to Judge (10 minutes)

IV. A Look at Two Schools (15 minutes)

V. Wrap Up (5 minutes)


• Learn ways to evaluate one- and two-year programs.

• Learn that there are high school requirements for one- and two-year programs that determine admission and success.

• Discuss the pros and cons of attending one- and two-year programs.


• Student Handbook page 57, Careers with a Degree of Two Years or Less

• Student Handbook page 58, Pros and Cons of One- and Two-Year Schools

• Student Handbook page 59, Keeping Your Options Open!

• Student Handbook page 60, Examining One- and Two-Year Schools


• Facilitator Resource 1, Class List: Careers with a Degree of Two Years or Less

• Facilitator Resource 2, Jobs for People without a Four-Year Degree, one copy per student

• Facilitator Resource 3, Discussion Points of One- and Two-Year Schools

❑ Copies of the web pages listed in Preparation (one set for every two students)

AGENDA MATERIALS

OBJECTIVES

• What can a one- or two-year school offer me, and how should I choose one?

The BIG Idea

OVERVIEW ...........................................................................................

Students list careers you can get with one- and two-year degrees and discuss the factors to

consider when choosing tech schools and other one- and two-year programs. In pairs they review

website information from two of these schools, then find out their admission requirements. They

finish the lesson by discussing reasons to go and not to go to one- and two-year programs.

PREPARATION ....................................................................................




• Student Handbook page 58, Pros and Cons for One- and Two-Year Schools

• Student Handbook page 59, Keeping Your Options Open!

• Student Handbook page 60, Examining One- and Two-Year Schools

• Facilitator Resource 2, Jobs for People Without a Four-Year Degree

• Facilitator Resource 3, Discussion Points of One- and Two-Year Schools

❑ Select two schools from the list below, or substitute two similar schools from your region. (See Implementation Options.) Visit their websites and create packets that address the information listed on Student Handbook page 60, Examining One- and Two-Year Schools. (Make a class set for each school.)

• CandeskaCikanaCommunityCollege http://www.littlehoop.edu/content/

• RasmussenCollege–Fargo http://www.www.rasmussen.edu/locations/north-dakota/fargo/

• WillistonStateCollege http://www.willistonstate.edu/

• FortBertholdCommunityCollege http://www.fortbertholdcc.edu/

Grade 8, Education After High School 2: One- and Two-Year Programs


VOCABULARY .....................................................................................

Postsecondary Education: Schooling after high school that includes programs at technical and trade schools, community colleges, and four-year colleges.

Licensed: Legally permitted to operate.

Accreditation: Official approval of a program after a school has met specific requirements.

Financial Aid: Any type of assistance used to pay college costs.


If you typically meet with students in the computer lab, rather than printing out the web pages for Activity III, A Look at Two Schools, you may prefer to have students access them online.

Instead of using the schools provided, you might want to investigate other tech schools and use information from two you find worthy. Through RUReadyND.com, students can access Choices Planner, which includes a school search feature called School Finder.

Directions:1. Have students sign into RUReadyND.com.

2. Select Choices Planner.

3. Click on the Learn tab at the top, then choose School Finder.

Students can search for schools by region and by type of program offered.






ACTIVITY STEPS ..................................................................................

I. Warm Up: (10 minutes)

1. [Begin the class by referring students to Student Handbook page 57, Careers with a Degree of Two Years or Less. Have them complete the worksheet. Once the students have completed it, display Facilitator Resource 1, Class List of Careers with a Degree of Two Years or Less. Call on a few student volunteers to read their lists aloud. As they read them, record each career under its proper category.

Give each student a copy of Facilitator Resource 2, Jobs for People without a Four-Year Degree. Instruct the students to circle any careers that surprised them. Then allowafewstudentstoshareonecareertheyweresurprisedtofindonthelist.]

2. SAY SOMETHING LIKE:Manypeopledon’tfigureouttheirplanfortheireducationafter high school until their junior or senior year. But it can really pay off to investigate your options right now. There are two great reasons to start early:

• Youwon’tfeelpanickyandpressuredasgraduationapproaches.

• Itcanhelpyoumakesureyourhighschoolworkpreparesyoufortheoptionyou choose.

II. Keeping Your Options Open! (10 minutes)

1. SAY SOMETHING LIKE: Throughout this unit we will be focusing on different types of postsecondary options. You may already have an idea of what you want to do after high school, but I want all of you to have information about every option. To accomplish this, I’ll need your patience and attention during the classes that focus on something other than your main goal, for your own future reference as well as out of respect for those who need the information immediately.

Last class you learned about the four different post-high school options. Does anyone remember all four? [Allow students to respond.] Next week, we’ll talk about four-year colleges. Today we are going to examine the advantages of going to a one- or two-year school. This includes tech and trade school as well as community college.

[Instruct students to turn to Student Handbook page 58, Pros and Cons for One- and Two-Year Schools.Asaclass,discussthebenefitsandfactorstoconsiderfortech/trade schools and community colleges. (See Facilitator Resource 3, Discussion Points for One- and Two-Year Schools.)]



2. SAY SOMETHING LIKE: For many careers, there is no one perfect educational pathway. Often there’s more than one way to reach a career goal. You may already be planning on attending a four-year college after you graduate from high school. But there’s more than one way to get there. Some students get a two-year degree at a community college, and then move on to a four-year school. It’s a way of getting used to college a little at a time, and can save you money, too! The key is to keep your options open.

[Display Student Handbook page 59, Keeping Your Options Open! using an overhead or chart paper. Discuss the multiple education pathways for each of the following careers: medical lab technician, restaurant manager, and nurse. Explain that your job opportunities and salary will increase as you attain more education.]

3. People sometimes mistakenly believe that community college is an easy option to build your skills. While it’s true that many community colleges have open enrollment, that is, they admit all students with a high school diploma, there may be bad news for people who haven’t studied in high school. If you’re not academically prepared, you’re more likely to need remedial courses. These courses will not count toward your degree and will end up costing you more money! Many community and technical colleges require an entrance exam to show you’ve mastered the basic skills needed to succeed.

III. How to Judge (10 minutes)

1. SAY SOMETHING LIKE: What are some of the ways you could check out a one- or two-year program? (Look at websites and/or school brochures, talk to school reps, school counselors, people in the field, and alumni)

[List student responses on the board.]

What are some of the questions you could ask to make sure you won’t be wasting time and money? (What will you learn? How long is the program? What are the costs? Is financial aid available? Will they help you get a job after graduation?)

[List student responses on the board.]

2. SAY SOMETHING LIKE: There’s a lot you can do to make sure a technical school or other one- or two-year program will help you in your career. In a few minutes you and a partner are going to research two tech schools, using the questions listed on Student Handbook page 60, Examining One- and Two-Year Programs. Let’s take a look.



3. [As a class, go over Student Handbook page 60, Examining One- and Two-Year Programs. Discuss the meaning of any vocabulary that might be new to students like licensed,accreditation,andfinancialaid.(SeeVocabulary.)]

IV. A Look at Two Schools (15 minutes)

1. [Pair off students.]

2. SAY SOMETHING LIKE: Now let’s look at some real schools to see if they’ve got the right stuff. Both offer lots of programs, but we’re going to focus on one for _____________(insertnameofoneprogramofferedatthefirstschoolyouselected)and one for ________________ (insert name of one program offered at the second school you selected). (See Preparation.)

3. [Give each pair of students a set of web pages from the two schools you selected in the Preparation section. Explain that each pair is responsible for answering the questions listed on Student Handbook page 60, Examining One- and Two-Year Programs for both tech schools.]

SAY SOMETHING LIKE: Information on technical and trade schools can be harder tofindthaninformationaboutfour-yearcolleges.Butit’sworththeeffortittakestoinvestigate.Ifyoucan’tfindtheanswertooneofthequestions,don’tworry—justskipit and move on to the next question.

[Give the students 10 minutes to complete their work. Then bring the students back for a whole class discussion.]

SAY SOMETHING LIKE: So what do you think? Would these schools be worth your time and money? Why?

SAY SOMETHING LIKE:Ifyouwantedtofindoutmoreinformationabouttheseschools what could you do?

• Followupwithyourschoolcounselor,whomayalreadyhavematerialsfrom schools you’re interested in.

• Trye-mailingorcallingtheschool.Theywanttohearfromprospectivestudents, and will even mail materials to you at your home.

• Talktopeopleinthecareeryou’reinterestedin.



Here are some general requirements for admission to one- and two-year schools. • You’llneedahighschooldiploma.

• Youmayhavetopasstheirmath,reading,andEnglishcomprehensiontests(so it’s important that you stay on level with high school courses).

• Someschoolsmayrequireanin-personinterviewwithanadmissionscounselor who will be looking to make sure you’re a motivated student and agoodfitfortheprogram.

• It’sbeneficialtohavesomekindofbackgroundexperienceinthefield(e.g.,for automotive tech, a shop class and for computer tech, a computer class).

V. Wrap Up (5 minutes)

1. SAY SOMETHING LIKE: What are some of the reasons someone would choose to go to one- and two-year schools? (Costs less money than four-year college, get training in careers that are in high demand, enter job market sooner) What would you miss by not going to a four-year program? (campus experience, more varied and fuller education, path to a professional degree, preparation for a wider range of careers)

2. SAY SOMETHING LIKE: True or false: If I’m not going to a four-year college, I don’t have to worry about my academic skills.

3. [Reiterate that whatever kind of one- and two-year programs students are interested in, there are high school courses to take that will help them get in and succeed. Also remind the class that because they may have an interest in four-year schools later on, they should make sure to take coursework that doesn’t close the door on that option.]

4. SAY SOMETHING LIKE: Next week we’re going to learn more about four-year colleges. As a class we’ll discuss what to look at when selecting a college to attend, andthenyou’lluseRUReadyND.comandChoicesExplorertofindcollegemajorsthatmatch your current interests.

EXTENSION ACTIVITYEncourageanystudentsinterestedinfindingoutmoreaboutatradetotalktopeoplewhoareinthefield.Whatdotheythinkstudentsinhighschoolcandotoprepareforstudying the trade? Where do they think is the best place to get training?


Grade 8, Education After High School 2: One- and Two-Year ProgramsFacilitator Resource 1, Class List: Careers with a Degree of Two Years or Less

CLASS LIST: Careers with a Degree of Two Years or Less

Health Care Government, Legal, and Public Safety

Travel/Hospitality

Computer/Internet Building and Construction Business, Sales, and Financial Jobs

Science, Math, Engineering, and Technology

Sports/Entertainment/Media Transportation/Office


Grade 8, Education After High School 2: One- and Two-Year ProgramsFacilitator Resource 2, Jobs for People without a Four-Year Degree

Jobs for People without a Four-Year Degree

Building and Construction

❍ Brickmasons, blockmasons, and stonemasons

❍ Carpenters

❍ Construction and building inspectors

❍ Drywall installers and tapers

❍ Hazardous materials removal workers

❍ Painters and paperhangers

❍ Plumbers

❍ Sheet metal workers

❍ Iron and metal workers

Business, Sales, and Financial Jobs

❍ Advertising sales agents

❍ Insurance adjusters

❍ Real estate brokers and sales agents

❍ Retail salespersons

❍ Sales representatives

❍ Travel agents

Computer/Internet

❍ Computerandofficemachine technicians

❍ Computer programmers

❍ Computer software engineers

❍ Web developers

❍ Webmasters

Government, Legal, and Public Safety

❍ Court reporters

❍ Correctionalofficers

❍ Firefighters

❍ Paralegals and legal assistants

❍ Private detectives

Health Care

❍ Lab technicians

❍ Dental assistants

❍ Dental hygienists

❍ Emergency medical technicians/paramedics

❍ Licensed practical nurses

❍ Massage therapists

❍ Medical assistants

❍ Medical secretaries

❍ Nursing, psychiatric, and home health aides

❍ Pharmacy technicians

❍ Physical therapy assistants and aides

❍ Occupational therapists, assistants and aides

❍ Registered nurses

❍ Veterinary technicians

Science, Math, Engineering, and Technology

❍ Drafters

❍ Engineering technicians

❍ Electronics installers and repairers

❍ Electricians

❍ Laser technicians

❍ Science technicians

Sports/Entertainment/Media

❍ Actors

❍ Athletes, coaches, and umpires

❍ Broadcasters, sound engineering technicians, and radio operators

❍ Desktop publishers

❍ Musicians, singers

❍ Photographers

❍ Public relations specialists

❍ Recreationandfitnessworkers

❍ Televisionandfilmcamera operators and editors


Grade 8, Education After High School 2: One- and Two-Year ProgramsFacilitator Resource 2, Jobs for People without a Four-Year Degree

Travel/Hospitality

❍ Airtrafficcontrollers

❍ Aircraft and avionics equipment mechanics

❍ Airlinepilotsandflightengineers

❍ Chefs and cooks

❍ Flight attendants

❍ Food and beverage service workers

❍ Hotel managers and assistants

❍ Restaurant and food service managers

❍ Tour operators and guides

Transportation/Office

❍ Automotive service technicians and mechanics

❍ Truck drivers

❍ Executive secretaries and administrative assistants

❍ Financial clerks

From America’s Top 100 Jobs for People Without a Four Year Degree, Ron & Caryl Krannich, PhDs, Impact Publications


Grade 8, Education After High School 2: One- and Two-Year ProgramsFacilitator Resource 3, Discussion Points of One- and Two-Year Schools

Discussion Points of One- and Two-Year Schools

Technical/Trade Schools

Benefits:

• Offercoursesthatprepareyouforaspecificcareer.

• Shorter program length.

• Offer an excellent opportunity to gain practical experience in your future trade.

Things to Consider:

• The quality of the courses can vary; ask about the school’s accreditation and reputation.

Extended Discussion:Aschoolmaypromisetohavequalifiedinstructors,smallclasssizesandexcellentjobplacement on their website, but in reality it may have out-of-date machines, huge class sizes,andinstructorswhoarenotqualifiedtoteachtheclasses.Beforeyouapplytoa tech or trade school make sure that the school is recognized by a reputable state organization.

• This school makes you an expert in only one thing, so it’s hard to switch careers.

Community Colleges

Benefits:

• You can get a two-year degree from a community college, or use community college as a stepping-stone on the way to a four-year degree.

Extended Discussion:Many community colleges provide students with courses that can count towards a four-year degree. This means that students can go to a community college for two years and graduate with an associate’s degree. They can then transfer to a four-year college. After two years of additional study at a four-year college, students would then graduate with a bachelor’s degree.

• May offer evening or weekend classes (allows students to work while going to school part-time).

• Frequently offer specialized job training.

Extended Discussion:

Many community colleges offer apprenticeship opportunities and on-the-job training.[Studentsatcommunitycollegescantakecoursestofulfillrequirementsatafour-yearcollege,butcommunitycollegesalsoprovidespecificcareertrainingsimliartowhat’sfound at a tech and trade school.]

• Much more affordable than a four-year college.


Grade 8, Education After High School 2: One- and Two-Year ProgramsFacilitator Resource 3, Discussion Points of One- and Two-Year Schools

Things to Consider:

• Makesureyourcreditswillbeacceptedifyouareplanningtofinishyourdegreeatafour-year school.

Extended Discussion:If a student plans to transfer to a four-year school, she should make sure her community college credits will “count” at the four-year school she’s planning to attend. If not, the student will need to take additional courses toward her bachelor’s (four-year) degree, which will cost more time and money.

• Many students at community colleges do not live on campus, but commute to school instead. This means that students who attend a community college may not experience “college life” outside the classroom. Living in a dorm is a great way to meet and bond with other students, and to make friends that share similar goals and aspirations.

Adapted from www.fastweb.com, “Types of Schools,” by Kay Peterson, PhD.


Grade 8, Education After High School 2: One- and Two-Year ProgramsStudent Handbook, Careers with a Degree of Two Years or Less

Careers with a Degree of Two Years or Less

1. List careers you can get with a degree of two years or less.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. List two reasons why a person would want a one- or two-year degree.

a.

_____________________________________________________________________________

_____________________________________________________________________________

b.

_____________________________________________________________________________

_____________________________________________________________________________


Grade 8, Education After High School 2: One- and Two-Year ProgramsStudent Handbook, Pros and Cons of One- and Two-Year Schools

Pros and Cons of One- and Two-Year Schools

Technical/Trade Schools

Benefits:

• Offercoursesthatprepareyouforaspecificcareer.

• Shorter program length.

• Offer an excellent opportunity to gain practical experience in your future trade.

Things to Consider:

• The quality of the courses can vary; ask about the school’s accreditation and reputation.

• This school makes you an expert in only one thing, so it’s hard to switch careers.

Community Colleges

Benefits:

• You can graduate with a two-year degree, or use community college as a stepping-stone on the way to a four-year degree.

• May offer evening or weekend classes (allows students to work while going to school part-time).

• Frequently offer specialized job training

• Much more affordable than a four-year college.

Things to Consider:

• Makesureyourcreditswillbeacceptedifyouareplanningtofinishyourdegreeat a four-year school.

• Many students at community colleges do not live on campus, but commute to school instead.

Adapted from www.fastweb.com, “Types of Schools,” by Kay Peterson, PhD.


Grade 8, Education After High School 2: One- and Two-Year ProgramsStudent Handbook, Keeping Your Options Open!

KEEPING YOUR OPTIONS OPEN!

Medical Lab Tech PATHWAY 1 PATHWAY 2

Restaurant Manager PATHWAY 1 PATHWAY 2

Nurse PATHWAY 1 PATHWAY 2

CertificatefromaTechnical School

Bachelor’s Degree in Medical Technology from a Four-Year

College

Associate’s Degree from a Community College

Certificationin Restaurant

Management from a Technical Institute

Bachelor’s Degree in Hospitality Management from a Four-Year

College

Associate’s Degree in Business Administration from a Community

College

CertificateinNursing from a

Technical School

Master’s Degree as a Nurse Practitioner (One to two years of Graduate School)

Bachelor’s Degree in MedicalTechnology from a Four-Year College

Associate’s Degree froma Community College


Grade 8, Education After High School 2: One- and Two-Year ProgramsStudent Handbook, Examining One- and Two-Year Programs

Examining One- and Two-Year Programs

Directions:Answerthefollowingquestionsusingwebpagesyouweregiven.Ifyoucannotfindananswer to a question below, feel free to leave that question blank. We will review these answers as a class.

Research Questions:

1. Describe the career program you’re most interested in.

_____________________________________________________________________________

2.Whatdegree,certificate,orlicensewillyouhavewhenyoufinish?

_____________________________________________________________________________

3. List three courses (or topics) you’ll study.

1) 2) 3) ___________________________

4. How long will it take to complete the program?

_____________________________________________________________________________

5.Howmuchwillitcost?Doestheschoolofferfinancialaid?

_____________________________________________________________________________

6. What kinds of jobs can you get when you’re done?

_____________________________________________________________________________

7. Do they list any contact information? If so, record it below.

_____________________________________________________________________________


EDUCATION AFTER HIGH SCHOOL3Four-Year Programs

Approx. 45 minutesI. Warm Up: My Choices

(10 minutes)

II. Some Options (5 minutes)

III. Majors for Me: RUReadyND.com and Choices Explorer (25 minutes)



• Learn about various types of four-year colleges.

• Evaluate possible majors based on personal interests.

❑ PORTFOLIO PAGES:

• Portfolio page 22, RUReadyND.com and Choices Explorer Major Finder Results

• Portfolio page 23, My Majors


• Student Handbook page 61, My Choices


• Facilitator Resource 1, Major Finder Print Version

AGENDA MATERIALS

OBJECTIVES

• What can a four-year college offer me, how should I choose one, and what should I major in?

The BIG Idea

OVERVIEW ...........................................................................................

Students fill out a questionnaire about their four-year college interests and discuss their answers with a partner. As a class, they brainstorm the factors to consider when choosing a college to attend. They talk about different types of four-year college options, then visit RUReadyND.com’s Choices Explorer to find college majors that match their current interests.

PREPARATION ....................................................................................




• Portfolio page 22, RUReadyND.com’s Choices Explorer Major Finder Results

• Portfolio page 23, My Majors

❑ Make arrangements for the class to use the computer lab, and make sure RUReadyND.com is accessible from students’ computers.

❑ If computer access is a problem at your school, before you teach this lesson:

• Make a class set of Facilitator Resource 1, Major Finder Print Version. You will need to input each student’s answers in the Choices Explorer Major Finder and print their list of resulting matches.

VOCABULARY .....................................................................................


Undergraduate: A student in a university or college who has not received his/her bachelor’s degree.

Private College or University: School that receives only a small amount of ongoing government support; tuition is usually higher, but so is the aid that is offered.

Grade 8, Education After High School 3: Four-Year Programs


Public College or University: School partially funded by a state or local government, often called a state school or city college/university.

Specialized College: A public or private school that prepares you for a career in a specific field. Examples include art, music, teaching, engineering, business, health science, and religion.

Financial Aid: Scholarships, grants, loans, and other assistance programs offered to students to help pay for tuition and other expenses while attending college.

Major: Area of focus or study at a college or university.


In Activity III, Majors for Me: Choices Explorer, after discussing the questions/topics highlighted

in the lesson, you may choose to allow your students to complete their Major Finder independently.

Once students have finished their survey, have them record their results on Portfolio page 22,

RUReadyND.com’s Choices Explorer Major Finder Results and Portfolio page 23, My Majors.

Then continue with the Wrap Up as written.






ACTIVITY STEPS ..................................................................................

I. Warm Up: My Choices (10 minutes)

1. SAY SOMETHING LIKE: True or false: All four-year colleges are pretty much the same, so it doesn’t really matter which one you choose. [Students respond.]

There are all kinds of four-year colleges to choose from and every one is different. Todaywe’llfindoutaboutsomeofthosedifferencesandwhatyourownpersonalpreferences might be.

2. [Have students turn to Student Handbook page 61, My Choices.Askthemtofilloutthequestionnaire.Forthefirstquestion,whichincludesthechoices“studentsverysimilar to me” and “different types of students,” you may want to describe ways in which students could be similar (e.g., gender, race, socioeconomic group, personal interests and style).]

3. [Afterstudentshavehadafewminutestofillouttheworksheet,calltime.Pairoffstudents and have partners discuss their answers. Make sure they give reasons for eachanswer,touchingonquestionslike:Whatpersonalexperiencesinfluencedyourresponse?Didyouhaveaspecificcollegeinmind?Wasthequestioneasyorhardtoanswer and why?]

II. Some Options (5 minutes)

1. SAY SOMETHING LIKE: Postsecondary education has a vocabulary all its own, so here are a few terms you should know.

Every state has its own university system, sometimes with a few colleges and universities. The state gives these schools a lot of funding, so if you live there or one of your parents does, the costs are fairly low. These are known as public schools.

You can also go to a state university outside your home state, but you’ll have to pay higher prices that are more like the costs for a private school.

Private schools receive much less government support, so they have much higher tuition. But you shouldn’t rule them out just because of the price tag. These schools often offer scholarships and different kinds of financialaid, which can help you pay the bills.



There are also specialized colleges, which can be public or private. A specialized collegeisaschoolthatpreparesyouforacareerinaspecificfield.Cananyonename one? (Agriculture, art, music, teaching, engineering, business, health science, and religion.)

So if you know what you want to do with your life, a specialized college might be the way to go.

III. Majors for Me: Choices Explorer (25 minutes)

1. SAY SOMETHING LIKE: Whether you choose a public, private, or specialized four-year college, you will need to choose a major. Who knows what a major is? [Allow students to respond.] Exactly! A major is an area of concentration or a focus for your studies. While in college, all students will complete a number of general education classes that cover a variety of subject areas. Students also complete a numberofclassesthatarespecifictotheirmajor.Theseclasseswillrelatetoyourfuture career.

When you are choosing a major, you should think about what you like to do or what you are interested in. This is important because you will be spending a lot of time during college and in your future career reading, writing, talking, and thinking about the major that you chose.

RUReadyND.com’sChoicesExplorerisagreatplacetofindamajorthatisagoodmatch for your interests. Using the Major Finder feature, you can complete a checklist that will give you a list of majors that match your interests. So let’s sign in. [Note that students don’t need to rule out a major they’re interested in, just because it doesn’t appear on their list.]

2. [Have students sign into RUReadyND.com and Choices Explorer by going to RUReadyND.com and entering their portfolio name and password in the spaces provided.]

[Ask them to click on the Choices Explorer badge on the Your Tools page. Next they should click on the Learn tab at the top of the page. Then they should click on the Major Finder button under the heading Major Finder Quiz. Ask a student volunteer to read the instructions aloud. Instruct all students to click on the Start Now button. Ask a second student volunteer to read the text at the top of this page under the headings Your Interests and Things to Keep in Mind.]



SAY SOMETHING LIKE:Let’strythefirstfewitemsonthischecklist,together.I’mgoing to read the item aloud and I’d like you to raise your hand if you think that you findthistopicinteresting.Howmanyofyouthinkfarmingisinteresting?[Waitforstudents to raise their hands.] If you raised your hand, place a check mark next to this word on the checklist. Let’s try a few more, together. How many of you are interested in forests? Gardening? Plants? Animals? [After each item, allow time for students to raise their hands, and then check off the box if it is an area of interest.]

Now I’d like you to complete the rest of the checklist on your own. If you aren’t sure what a word means or if you have any questions, raise your hand and I will come over to assist you.

3. [Givestudentsaboutfiveminutestoreviewandcompletethequestions.Oncetheyhave completed the checklist, ask them to click Continue to results.

Ask students to print their list of majors by clicking Print This near the top right corner of the page or record them on Portfolio page 22, RUReadyND.com’s Choices Explorer Major Finder Results.

Note that the results may include four-year programs and majors as well as two-year programs, military options, apprenticeships, and other types of training. Help students identify the four-year programs and ask them to draw a star next to all four year programs. If you’re uncertain as to the length of a program, click the program name to learn more about it.]

4. [Ask students to circle the three programs they are the most interested in learning more about. Tell students to list these programs or majors in the space provided at the top of Portfolio page 23, My Majors. Next, ask students to click the name of the program that interests them the most. This will take them to the MajorProfile.]

SAY SOMETHING LIKE: Each major includes a Profile tab, which has general information about this major and a Talking to Students tab, which is an interview with students who study this major. These tabs are found on the left side of the page. Read the article, and then use these tabs to answer the questions on Portfolio page 23, My Majors.

[Give students about 10 minutes to complete the worksheet.]




1. [Reviewthebenefitsofattendingafour-yearcollegeasdiscussedinthelesson.Thenreview the importance of choosing a major that matches your interests.]

2. SAY SOMETHING LIKE:Ifyouwanttofindoutmoreaboutthemajorsonyourlist,what could you do? (Visit school websites, follow the links found in the article, talk to you school counselor about the major, talk to adults who may have majored in the area you’re interested in.)

3. [Remind students that their interests are likely to change and evolve in the next few years, so it’s important to stay open to different possibilities.]

EXTENSION ACTIVITYEncourage students to talk to a variety of adults they know about the college majors thattheycompleted.Explainthatfindingoutwhatpeoplelikedanddislikedabouttheir majors is a great way to continue to learn about the options available.

370

This page intentionally left blank.


Grade 8, Education After High School 3: Four-Year ProgramsFacilitator Resource 1, Major Finder Print Version

SOURCE: RUReadyND.com

Name: ___________________ Period: __________________

Major FinderDirections: Check the box next to all of the words that sound interesting to you. Don’t worry about how they’re connected to careers or programs. If you’re having trouble, choose things that might interest you in the future. I will enter your answers on Choices Explorer and you will get the results next week in class.


Grade 8, Education After High School 3: Four-Year ProgramsFacilitator Resource 1, Major Finder Print Version

SOURCE: RUReadyND.com

373


374


375



Grade 8, Education After High School 3: Four-Year ProgramsStudent Handbook, My Choices

My ChoicesFor each sentence, circle the choice that best describes your college preferences.

1. I would like to attend a college with:

students very similar to me different types of students

2. I would like to go to college where I can:

live close to home see new places

3. I would like to go to college in a:

small town big city

4. In my studies, I’d like to:

specialize in one thing learn about a variety of things

5. A school where you get a lot of personal attention in smaller classes is:

very important to me not very important to me

6. A school known for its sports teams is:

very important to me not at all important to me


Grade 8, Education After High School 3: Four-Year ProgramsPortfolio, Major Finder Results

Choices Explorer Major Finder Results

Use the Choices Explorer Major Finder tofindprogramsandmajorsthatinterestyou.You’llfindthe Major Finder under the Learn tab in Choices Explorer. Check off all of the items that interest you now or items that you think will interest you in the future.

Print out your list and put it in your Portfolio by clicking Print This in the upper right corner of the screen, or copy your top choices here. An example has been done for you.

ListfiveMajors that sound very interesting to you and copy the brief description of the major listed below it:

Name of Major or Degree DescriptionElementary Education Degrees Learning to mold young minds.

1. __________________________ _______________________________________

2. __________________________ _______________________________________

3. __________________________ _______________________________________

4. __________________________ _______________________________________

5. __________________________ _______________________________________

List additional programs or majors that interest you. You may include programs or majors that were not on your list.

(Do not include any programs or majors listed above.)

6. __________________________ _______________________________________

7. __________________________ _______________________________________

8. __________________________ _______________________________________

9. __________________________ _______________________________________

10. __________________________ _______________________________________

THE SCHOOL I AM RESEARCHING IS:____________________________________

What kind of colleges interest you? Use RUReadyND.com’s Choices Explorer to begin your search.


Grade 8, Education After High School 3: Four-Year ProgramsPortfolio, My Majors

My MajorsLook at the programs and majors listed on Portfolio page 22, RUReadyND.com’s Choices Explorer Major Finder or on the list of programs and majors that you printed out. Circle your three favorite programs or majors from the list, and then write them down below.

My Top Three Programs and Majors:

1. ______________________________

2. ______________________________

3. ______________________________

Put a star next to the major on the list that you are the most interested in learning more about.

Next, click on the name of that major in your Major Finder results in Choices Explorer. A Major

Profileaboutthismajorwillappear.(YoucanalsotypethenameofthemajorintotheSearchbar

in the upper right corner of the screen. Click the name of the major when it appears.) Read the

MajorProfile,andthenanswerthequestionsbelow:

1.Whatcareersarerelatedtothismajor?(You’llfindthisanswerintheblueboxontherightside

of the page.) __________________________________________________________________

_____________________________________________________________________________

2. How long does it take to complete this major? ______________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What high school classes should you take to prepare for this major? _____________________

_____________________________________________________________________________

_____________________________________________________________________________

4. What do you think that you would enjoy about this major? _____________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. What do you think that you would dislike about this major? ____________________________

_____________________________________________________________________________

_____________________________________________________________________________


EDUCATION AFTER HIGH SCHOOL4Research Skills

Approx. 45 minutesI. Warm Up: Navigating a

College Website (10 minutes)

II. A College Tour (15 minutes)

III. College Research (15 minutes)

IV. Wrap Up: Beyond the Web (5 minutes)


• Determine the kind of information that can be found on a college website.

• Get information about a tech school or college of their choice.


• Portfolio page 22, Choices Explorer Major Finder Results (from previous lesson)

• Portfolio pages 24–25, College Info from the Web



❑ LCD projector

❑ Overhead projector

❑ Chart paper to record Questions to Ask About Colleges (SAVE COMPLETED LIST FOR REFERENCE IN THE NEXT LESSON.)

AGENDA MATERIALS

OBJECTIVES

• What can I learn by looking at a college website?

The BIG Idea

OVERVIEW ...........................................................................................

In this lesson, students develop a list of questions for college research. As a class, they practice

finding information on a college website. Lastly, students will find information about a tech school

or college on the school’s official website for the school you selected to research as a group.

PREPARATION ....................................................................................




• Portfolio pages 24–25, College Info from the Web

• Portfolio page 22, Choices Explorer Major Finder Results (from previous lesson)

❑ Make arrangements for the class to use the computer lab.

❑ Arrange for the use of an LCD projector.

❑ Select a local college to research in Activity II, A College Tour, and familiarize yourself with its website.

❑ Select five to 10 colleges that are popular with students and list the college names and their website addresses on the board. Students will be selecting one of these colleges to research in Activity III, College Research.

❑ Create a sample recruiting poster for the local school you selected in Activity II, A College Tour. This poster will serve as a model for students’ work. If computer access is a problem at your school, create the following resources:

• For Activity II, A College Tour, make 15 packets for the school you selected to research. Packets should contain the information listed in Portfolio pages 24–25, College Info from the Web.

• For Activity III, College Research, make 30 packets containing this information.

If computer access is a problem at your school, you should include a mixture of tech/trade schools, community colleges, four-year public schools, and four-year private schools. Make packets for each of the schools that you listed on the board. Be sure to have enough packets so that each student can have one.

Grade 8, Education After High School 4: Research Skills


VOCABULARY .....................................................................................

Undergraduate: A student in a university or college who has not received his or her bachelor’s degree.

Admissions: The department at a college or university that oversees the application and acceptance process.

Campus Life/Residence: The department at a college or university that oversees campus housing, dining, and on-campus clubs and activities.

Prospective Students: Potential or future students at a college or university.

Enrollment: The number of students who are currently attending a particular college or university.


Financial Aid: Scholarships, grants, loans, and other assistance programs that help pay for tuition and other postsecondary school expenses.


DO NOW:(You may choose to present the Warm Up activity as a written DO NOW. Present the questions on the board or overhead, and have students write only their answers on index cards. You could also choose to give the students a handout by copying Facilitator Resource 1, DO NOW.)

Questions: 1. Last week, you completed the Major Finder on RUReadyND.com’s Choices Explorer and

were given a list of programs and majors that matched your interests. Pick one major from your Portfolio Page 22, Choices Explorer Major Finder Results that you are interested in learning more about and record it in the space below.

2. List two reasons why you think this major would be a good fit for you.

3. Last week we learned about four-year colleges. List three things that you would want to learn about a school before applying to it.

[Then call on students to read their answers and continue with the Warm Up as written.]





For Activity II, A College Tour, you may wish to contact local universities and colleges requesting

the college viewbook, pennants, posters, and other branded items. If you are unable to secure

computer access, you could have students use the viewbooks for research.

For Activity III, College Research, you may have the students research their schools in pairs,

groups, or individually. In addition, if you think students will be pressed for time, you may reduce

the number of questions students have to answer. Have all students complete sections 2, 3, and

another of their choosing.




ACTIVITY STEPS ..................................................................................

I. Warm Up: Navigating a College Website (10 minutes)

1. SAY SOMETHING LIKE:Today,we’regoingtofindoutmoreabouttechschoolsorcolleges. Where would you go for more info? (Student responses will undoubtedly includetheweb.)Where’sthebestplacetogotofindmoreinformationonthewebaboutaparticularcollege?(Theschool’sofficialwebsite.)

Whatfactswillyoufindontheschool’sofficialwebsite?[Allowstudentstorespondand record their answers on chart paper. If the students do not address the topics below, share them with the class and record them on the chart paper.

• Howmanystudentsattendthecollege?

• Howmanystudentsaretypicallyinaclass?

• IsthereaminimumGPA(gradepointaverage)requiredforadmission?If so, what is it?

• Howmuchdoesitcosttoattendtheschoolforoneyear(includingtuition,room and board)?

• Whereistheschoollocated?Isitinanurban,rural,orsuburbansetting?

• Whatsportsareavailableatthisschool?

• Whataresomeclubsandstudentorganizationsthisschoolhastooffer?

• Listsomeprogramsormajorsyoucouldstudyatthisschool.

• Whatweekendactivitiesareavailableforstudents(suchasrestaurants,museums, shopping, nightlife)?]

II. A College Tour (15 minutes)

1. SAY SOMETHING LIKE: Now we’re going to take a look at the information for a college right here in our home state. [Name college.] We’ll look at the descriptions and photos they’ve posted on the web to try and answer some of the questions we brainstormed together. While we’re investigating the website, think about your own likes and dislikes, and whether or not it’s a place where you’d be comfortable. Later in class, you will be choosing one of the colleges that I have listed on the board to research further.

Atfirst,searchingacollegewebsitecanseemoverwhelming.Itcanbedifficulttoknowwheretofindtheinformationyouarelookingfor.Thetrickistounderstandtheterms that college websites use. Before we start researching our college’s website, let’s review some vocabulary words commonly found there.



[Discuss the terms listed in the Vocabulary section. Make sure to answer any questions your students may have. While you are walking the students through the sample college website, be sure to point out these terms.]

2. [Display Portfolio pages 24–25, College Info from the Web using an overhead projector. Using an LCD projector, model for students how to search the college’s website. (See PREPARATION.) Walk the students through each question on this page and instruct them to follow along as you record the answers on the overhead projector. Then lead a discussion about the school, discussing the following two questions: • Whodoyouthinkwouldbeinterestedingoingtothisschool?• What’stheatmosphereoftheschool?Doyoufeellikeyou’dfitinthere?Why

or why not?]

III. College Research (15 minutes)

1. SAY SOMETHING LIKE: Now that we’ve got a handle on how to search a college website, you’re going to research one of the schools I have listed on the board. Remember, the school you research should be one that I have listed on the board. I will be walking around the room as you are researching. If you have any questions, raise your hand. Please turn to Portfolio pages 24–25, College Info from the Web. In the next class, you will use the research from this sheet to create a poster convincing people to attend this college. You will have 15 minutes to complete this portfolio page.

[Display sample poster here. Remind students that they will be using today’s research to create posters next week. (See Preparation.)]

2. [Give the students 15 minutes to investigate one of the schools listed on the board using Portfolio pages 24–25, College Info from the Web. Circulate around the room to troubleshoot any computer issues and to assist students who are struggling.]

IV. Wrap Up: Beyond the Web (5 minutes)

1. SAY SOMETHING LIKE: There are a lot of different websites with information about specifictechnicalschools,communitycolleges,andfour-yearcolleges,andnowyouhaveawayofcomparingtheinformationyoufindthere.

Whereelsedoyouthinkyoucanfindinformationaboutschoolsthatinterestyou?Who could you talk to? (Alumni, students, faculty.) What else could you read? (School



brochures, college guides.) What could you learn from a visit to the school?

SAY SOMETHING LIKE: Keep in mind, colleges try to put their best foot forward in their promotional materials. For example, they’ll be sure to show lots of different kinds of people in order to encourage a diverse group of students to enroll. That’s why it’s always a good idea to visit the college yourself and talk to students who have gone there to make sure you’re getting what you expect.


Grade 8, Education After High School 4: Research SkillsFacilitator Resource 1, DO NOW

DO NOWEducation After High School 4: Research Skills

Directions: You will have three minutes to read the questions and write your answers.

Questions:

1. Last week, you completed the Major Finder on RUReadyND.com’s Choices Explorer and were given a list of programs and majors that matched your interests. Pick one major from your Portfolio Page 22, Choices Explorer Major Finder Results that you are interested in learning more about and record it in the space below.

__________________________________________________________________________

2. Listtworeasonswhyyouthinkthismajorwouldbeagoodfitforyou.

• ________________________________________________________________________

________________________________________________________________________

• ________________________________________________________________________

________________________________________________________________________

__________________________________________________________________________

3. Last week we learned about four-year colleges. List three things that you would want to learn about a school before applying to it.

• ________________________________________________________________________

________________________________________________________________________

• ________________________________________________________________________

________________________________________________________________________

• ________________________________________________________________________

________________________________________________________________________

__________________________________________________________________________

387


388



Grade 8, Education After High School 4: Research SkillsPortfolio, College Info from the Web

COLLEGE INFO FROM THE WEB

Name of the School You’re Investigating: _________________________

Choosethecollegethatyoufindthemostinterestingfromthelistontheboard.Findtheofficialcollegewebsitebyenteringtheaddressfor the school’s website into the address bar on the web browser. Thiswilltakeyoutothehomepageoftheschool’swebsite.Writedowntheofficialwebsite address below.

Officialschoolwebsite: ________________________________________________

1. Facts and Figures: • Howmanystudentsattendthiscollege?____________________________

• Howmuchdoesitcosttoattendtheschoolforoneyear(includingtuition,room and board)? ____________________________________________________________

2. Location and Campus: • Whereistheschoollocated?Isitinanurban,rural,orsuburbansetting? ____________________________________________________________ ___________________________________________________________

• Describewhatthecampuslookslikebasedonwhatyoufindonthewebsite. ____________________________________________________________ ____________________________________________________________

3. Academics: • Listoneortwomajorsthatinterestyou. ____________________________________________________________ ____________________________________________________________

4. Student Life: • Listtwoclubs,studentorganizations,orsportsteamsyoufindinteresting at this school. ____________________________________________________________ ____________________________________________________________


Grade 8, Education After High School 4: Research SkillsPortfolio, College Info from the Web

• Describewhatafreshmandormislike. ____________________________________________________________ ____________________________________________________________

5. Community: • Whatkindsofactivitiesareavailableforstudentsontheweekend(suchas

restaurants, museums, shopping, nightlife)? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

391


392



EDUCATION AFTER HIGH SCHOOL5Research Results

Approx. 45 minutesI. Warm Up: Yes to College

(5 minutes)

II. Create! (25 minutes)

III. Evaluate! (10 minutes)

IV. WrapUp:CollegeReflection (5 minutes)


• Review, summarize, and share information about postsecondary schools researched last week.


• Portfolio pages 24–25, College Info from the Web (completed in lesson 4)

• Portfolio page 28, Grade 8 Skills Checklist (Education After High School skills only)


• Student Handbook pages 62–63, CollegeReflection



❑ Sample recruiting poster (from last week’s lesson)

❑ Paper and markers for posters

❑ Chart paper and marker

❑ Post-Its® (optional)

AGENDA MATERIALS

OBJECTIVES

• What information about the college I’ve researched would convince another student to attend?

The BIG Idea

OVERVIEW ...........................................................................................

In this lesson, students review information about postsecondary schools researched last week.

They use this information to create recruiting posters and present them to their classmates.

PREPARATION ....................................................................................




• Portfolio pages 24–25, College Info from the Web (from lesson 4)


DO NOW:(You may choose to present the Warm Up activity as a written Do Now. Present the questions on the board or overhead, and have students write only their answers on index cards. You could also choose to give the students a handout by copying Facilitator Resource 1, DO NOW.)

Questions: 1. What school did you research last class?

2. After researching this school, do you still think it would be a good fit for you? Explain your answer.

3. List three facts about this school that would make someone want to go there.

[Then call on students to read their answers and continue with the Warm Up as written.]

If you have access to computers, you may choose to have the students create their posters on the computer, using MS Publisher or a similar program.

For Activity II, Evaluate!, if space or student behavior doesn’t permit moving around the classroom, arrange the students into groups of four. Have the students present their posters to their group members. You could also select a few volunteers to present their college posters to the class. Students should then complete Student Handbook pages 62–63, College Reflection.

Grade 8, Education After High School 5: Research Results



If you are concerned about having enough space for students to work on their posters, you may choose to have students create recruitment flyers instead. Give each student a piece of legal size paper and have them fold it into a tri-fold. Each section of the flyer can address a different category (location/campus, student life, academics, etc.).





ACTIVITY STEPS ..................................................................................

I. Warm Up: Yes to College (5 minutes)

1. SAY SOMETHING LIKE: Who knows what a recruiter is? (Someone who finds qualified people to enroll in a college, enlist in the military, work for a company, or become part of an organization.)

Well, today you’re all going to become recruiters for the school you’ve researched.

Using the information that you gathered last week, you’re going to come up with some great reasons for students to apply to your school.

To prepare, I’d like you to think of some of the concerns students might have about going to college. [Pass out an index card to each student and give them one minute to list all of the concerns a student could possibly have about going to college. Then call on volunteers to share their answers with the class, using chart paper to record students’ answers.]

II. Create! (25 minutes)

1. SAY SOMETHING LIKE: As a recruiter, you’ll be using real facts that will support students’ reasons to go to college and challenge their reasons not to go. Your job is to choose one of the reasons not to go to college from your list, and create a poster that convinces students that your school is worth the time and money they’ll spend attending.

When you’re making your posters, it’s important to keep in mind who your target audience is — the type of student your college wants to attract.

2. SAY SOMETHING LIKE:YourgoaltodayistofigureoutwhichstudentsyouwanttoattractandreallySELLyourschooltothem.Usefacts,figures,quotes,graphs,pictures— anything that you can think of to convince students that they should apply.

With your target audience in mind, here are some questions to think about:

[Write the following on the board:• Whatarethebestthingsaboutthisschool?

• Whatarethebenefitsofgoinghere?

• Arethereanymythstodispelabouttheschool?]




[Read the questions aloud, and ask a student to clarify what the last question means. Give them examples of some myths (e.g., only rich kids can afford this school, there’s nothing to do on campus, this is just a “party school.”)]

3. SAY SOMETHING LIKE: Before you begin, review Portfolio pages 24–25, College Info from the Web notes to remind you of answers to these kinds of questions. Your notes might include information about some of the following: [List the following on the board.• location

• costs

• campuslife

• academics]

SAY SOMETHING LIKE: Makingasketchfirstwillhelpyouplanyourposter.

Here are some ideas for poster headings. Use one of these or come up with your own.[Write the following on the board:• ADayintheLife

• WhatYour$Buys

• Wanttobea_____?]

4. [Distribute paper and markers. Refer students to Portfolio pages 24–25, College Info from the Web if you think they need a reminder on the directions. Have students create their posters using the board notes as general guidelines.]

III. Evaluate! (10 minutes)

1. [When students have completed their advertisements, post them around the room. Thenbringtheclassbacktogetherasawholegroup.GiveeachstudentfivePost-it® notes. Explain that they will be using them to write comments about other students’ posters.]

2. SAY SOMETHING LIKE: In the remaining time, you’ll have a chance to walk around the room and read the different college posters. As you do, think about which schools seemlikeagoodfitforyou.EachofyouhasbeengivenfivePost-it® notes. As youwalkaround,usethesenotestowritepositivecommentsforcollegesyoufindinteresting. [Give an example of a positive comment.]




IV. Wrap Up: College Reflection (5 minutes)

1. [Direct students’ attention to StudentHandbookpages62–63,CollegeReflection. Studentswillusethissheettoreflectontwooftheirpeers’postersalongwiththeirown college research. Once students have completed this sheet, invite them to discuss what information is important when researching a college and what they learned from their research.]

2. SAY SOMETHING LIKE: Most students pick the postsecondary school they’ll attend some time in high school — often in their junior or senior year. Now you know how to check out some of the possibilities that are out there. Keep your options open and be on the lookout for other schools as your interests continue to grow and change.

SKILLS CHECKLISTDirect students’ attention to Portfolio page 28, Grade 8 Skills Checklist. Have students complete the skills checklist questions for Education After High School.

EDUCATION AFTER HIGH SCHOOL

I can...

List the pros and cons of at least two kinds of postsecondary education.

❑

not at all

❑

somewhat

❑

very well

Identify things to consider when choosing a tech school.

❑

not at all

❑

somewhat

❑

very well

Identify important factors to consider when selecting a college.

❑

not at all

❑

somewhat

❑

very well

Describe the information that can be found on a college website.

❑

not at all

❑

somewhat

❑

very well

Identify majors consistent with personal interests.

❑

not at all

❑

somewhat

❑

very well

EXTENSION ACTIVITYIf space is available, display students’ college posters on the Roads to Success bulletin board.


Grade 8, Education After High School 5: Research ResultsFacilitator Resource 1, DO NOW

DO NOWEDUCATION AFTER HIGH SCHOOL 5: RESEARCH RESULTS

Directions: You will have three minutes to read the questions and write your answers.

Questions:

1. What school did you research last class?

_____________________________________________________________________________

2.Afterresearchingthisschool,doyouthinkitwouldbeagoodfitforyou?Explainyouranswer.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. List three facts about the school that would make someone want to go there.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


Grade 8, Education After High School 5: Research ResultsStudentHandbook,CollegeReflection

CollegeReflection

Now that you’ve read important information about several colleges, consider if any of them are a goodfitforyou.

College #1 [A school one of your peers researched.]College name:

I (circle one): [would, might, would not] be interested in attending this school.

Reflection:Listonefactthatmadeyouthinkthisschoolwouldorwouldnotbeagoodfitfor you.

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

College #2 [A school one of your peers researched.]College name: I (circle one): [would, might, would not] be interested in attending this school.


• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

College #3 [THE school YOU researched.]College name:

I (circle one): [would, might, would not] be interested in attending this school.


• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


Grade 8, Education After High School 5: Research ResultsStudentHandbook,CollegeReflection

The college I am MOST interested in!Of these three schools, which one do you prefer? Why?

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Listtwothingsthatyoufindreallyinterestingand/orexcitingaboutgoingtocollege.

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

• _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

402


education after high school€¦ · complete student handbook page 56, postsecondary options: pros...

Documents